EARLY ADOLESCENCE (8-10) THE ARTS ... · Early Adolescence (8-10) Health and Physical Education Syllabus 1-2 1.1 Introduction The Early Adolescence (8-10) Health and Physical Education

EARLY ADOLESCENCE (8-10)THE ARTSSYLLABUS

EARLY ADOLESCENCE (8-10)MATHEMATICSSYLLABUS

EARLY ADOLESCENCE (8-10)SCIENCESYLLABUS

EARLY ADOLESCENCE (8-10)SOCIETY AND ENVIRONMENTSYLLABUS

EARLY ADOLESCENCE (8-10)TECHNOLOGY AND ENTERPRISESYLLABUS

EARLY ADOLESCENCE (8-10)ENGLISHSYLLABUS

EARLY ADOLESCENCE (8-10)HEALTH AND PHYSICAL EDUCATIONSYLLABUS

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syllabusCover_EA.ai 3/10/2007 8:04:46 AM

© Department of Education and Training Western Australia, 2007

This document contains material developed by the Department of Education and Training Western Australia, for, and on behalf of, the State of Western Australia, which is protected by Crown copyright.

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The Department of Education and Training Western Australia acknowledges the Curriculum Council’s support in the development of this document and in providing permission to incorporate into the text of this document extracts and summaries from the Curriculum Framework; Curriculum Framework Progress Maps – Health and Physical Education; Curriculum Framework Curriculum Guide – Health and Physical Education; and the Getting Started - Health and Physical Education, Curriculum Framework support materials.

Enquiries to:Department of Education and Training Western Australia151 Royal StreetEAST PERTH WA 6004Website: portal.det.wa.edu.au (Department of Education and Training teachers) k10syllabus.curriculum.wa.edu.au

Title: Early Adolescence (8-10) Health and Physical Education SyllabusSCIS NO.: 1341803ISBN: 978-0-7307-4255-5

1-1Early Adolescence (8-10) Health and Physical Education Syllabus

Table of contents

1 PurposeoftheEarly Adolescence (8-10) Health and Physical Education Syllabus

2 RationaleforteachingHealthandPhysicalEducationintheearlyadolescencephaseofdevelopment

3 HealthandPhysicalEducationintheearlyadolescencephaseofdevelopment

4 Content

5 PlanningforlearninginHealthandPhysicalEducation

6 Assessment

7 References


1.1 Introduction

The Early Adolescence (8-10) Health and

Physical Education Syllabus is part of a suite

of complementary resources designed to

support teachers to plan and deliver learning,

teaching and assessment programs.

This syllabus contains information about:

• typical characteristics of students

in the early adolescence phase

of development and suggested

approaches to learning, teaching and

assessment

• content described in a scope and

sequence statement relevant to the

phase

• curriculum planning

• monitoring and assessing student

progress.

1.2 Connectionwithothercurriculumpolicyandsupportdocuments

This syllabus provides scope and sequence

statements of content that link to the

outcomes in the Curriculum Framework.

Health and Physical Education teachers

can use this syllabus in conjunction with the

Curriculum Framework Curriculum Guide

– Health and Physical Education. By using

the Guide in conjunction with this syllabus,

Health and Physical Education teachers will

have access to a range of content that they

can use to meet the learning needs and

interests of a range of students.

Teachers continue to use progress maps

(Curriculum Framework Progress Maps –

Health and Physical Education/Outcomes and

Standards Framework – Health and Physical

Education) to monitor students’ progressive

achievement of learning outcomes and may

use other tools as appropriate to students’

development, achievement and the context of

the school.

1 Purpose of the Early Adolescence (8-10) Health and Physical Education Syllabus


Connections among curriculum policy and support documents

This syllabus provides advice on the year of schooling in which knowledge, skills and

understandings would typically be introduced. Teachers’ monitoring and assessment will inform

their planning and assist with decisions about the specific knowledge, skills and understandings

they teach their students. Health and Physical Education teachers will continue to exercise their

professional judgement in making these decisions.

The following diagram illustrates the connections among the Curriculum Framework, Curriculum

Framework Progress Maps – Health and Physical Education, Curriculum Framework Curriculum

Guide – Health and Physical Education and this syllabus.

CURRICULUMGUIDE SYLLABUS

CURRICULUMFRAMEWORK

FOR KINDERGARTENTO YEAR 12EDUCATIONIN WESTERNAUSTRALIA

PROGRESSMAPS/

OUTCOMESAND STANDARDS

FRAMEWORK


1.3 Inclusiveplanning

As they plan, Health and Physical Education

teachers recognise and accommodate the

different starting points, learning rates and

previous experiences of individuals or groups

of students.

To ensure the provision of a balanced

curriculum for all students, teachers include

the learning needs of individuals and groups

as part of the process of classroom planning.

Some groups or individuals, relatively few

in number, may require a Documented Plan

that provides a practical, explicit and succinct

focus for learning. Most students will not

require a long or detailed Plan.

Individuals and groups that could require a

Documented Plan include:

• students for whom English is a second

language or dialect

• students with disabilities

• students with learning difficulties

• gifted and talented students.

Documented Plans focus on learning and

teaching adjustments in order to promote

learning, participation or curriculum access,

and may include:

• differences in the level of complexity of

instructional materials or tasks

• alternative means of presentation or

response to activities or assessments

• adapted content or expectations in class

activities

• acceleration, which may be across the

curriculum or single-subject acceleration

• flexible groupings within the class

• encouragement/explicit teaching of

critical and creative thinking

• individual research

• enrichment and extension activities

• specialist support, such as visiting

teachers or master classes

• teachers and parents planning together

to ensure that learning outcomes and

content reflect the learning needs of

students.


2 RationaleforteachingHealthandPhysicalEducationintheearlyadolescencephaseofdevelopment

2.1 WhatisHealthandPhysicalEducationabout?

HealthandPhysicalEducationprovides

opportunitiesforstudentstodeveloplifelong

understandingsofhealthissuesandtheskills

needed for confident participation in sport and

recreationalactivities.Thisenablesstudentsto

makeresponsibledecisionsabouthealthand

physicalactivityandtopromotetheirownand

others’healthandwell-being.

2.2 WhyteachHealthandPhysicalEducation?

TeachingHealthandPhysicalEducation

providesstudentswithopportunitiesto:

• enhancelifelongattitudestohealthand

fitness

• enjoyphysicalactivityanddevelop

relevantskills

• identifyvaluesandattitudesandtheir

effectsonthemselvesandothers

• recognisehealthissuesforthemselves

andothersinthecommunityandadopt

appropriatechange

• enhancepersonaldevelopment

• identifyculturaldifferencesandtheir

impact

• acquirefoundationknowledgeandskills

essentialforsuccesswithintheHealth

andPhysicalEducationlearningarea

andforfurtherstudy.

2.3 HowistheHealthandPhysicalEducationlearningareastructured?

TheCurriculum Framework Health and

Physical Education Learning Area Statement

has five interrelated outcomes:

• KnowledgeandUnderstandings

• AttitudesandValues

• SkillsforPhysicalActivity

• Self-managementSkills

• InterpersonalSkills.

HealthandPhysicalEducationteachers

integrate content for all five outcomes to

promoteaholisticapproachtolearningabout

HealthandPhysicalEducation.


3.1 Typicalcharacteristicsofstudentsintheearlyadolescencephaseofdevelopment

In this phase of development, students

are experiencing adolescence and the

accompanying emotional and physical

changes. Early adolescent learners typically:

• learn to form, articulate and manage

relationships

• develop greater independence in their

lives

• question schooling and their

engagement with it

• reflectonwhotheyare,wherethey

belong, what they value and where they

are going

• develop their own voice, often

challenging the voices of their parents/

caregivers, teachers and society

• aim for a stronger sense of belonging

through interaction with their peers in

wider adolescent cultures

• become aware that they can make

changes for themselves and others.

3.2 TheearlyadolescentinHealthandPhysicalEducation

In the early adolescence phase of

development, students shift from the concrete

to the abstract. The breadth and depth of

Health and Physical Education content

to be taught increases, with a broadened

focus on the development and application of

understandings and skills.

In the early stages of adolescence, students

understand that their actions affect their own

health and safety, and the health and safety

of others. They use basic self-management

skills to meet basic health needs and

interpersonal skills to contribute to group

interactions and form positive relationships.

Students develop the capacity to appraise

their own and others’ health, use self-

management skills to manage risk and

interpersonal skills to enhance personal and

group relationships.

In the later stage of the early adolescence

phase of development, students begin to

use more sophisticated cognitive strategies.

Students understand the consequences of

3 Health and Physical Education in the early adolescence phase of development


their actions and the effects their actions have

on their health and the health of others. They

are able to plan for achievement of personal

and group health and physical goals.

In the early adolescence phase of

development, students move from being able

to perform controlled movement skills and

demonstrate basic game strategies to being

able to perform specialised movement skills

and apply them in controlled game situations.

Later in the early adolescence phase of

development, students should be able to

modify specialised skills and apply them to

changing conditions and varying situations.

They also learn to develop and implement

strategies within established etiquette and

rules to optimise performance in games,

sports and other activities.

3.3 Learningandteaching

The Curriculum Framework provides advice

about approaches to learning and teaching

that are based on research and professional

knowledge about learning.

When using this syllabus to plan, Health

and Physical Education teachers can make

reference to the sections on learning and

teaching in the Curriculum Framework

overarching and learning area statements.

This will assist with ensuring that pedagogical

approaches are relevant to students’

developmental stages as well as to learning

within and across outcomes and learning

areas.

The following table outlines suggestions for

incorporation of the Curriculum Framework’s

principles of effective learning and teaching

in Health and Physical Education in the early

adolescence phase.


Suggestedapproachestolearningandteaching

Principlesoflearningandteaching

Strategiesyears8-10HealthandPhysicalEducationteacherscanusetoimplementtheprinciples

Opportunitytolearn

Learning experiences should enable students to observe and practise the actual processes, products, skills and values which are expected of them.

• Model health practices and values and provide opportunities for students to practice them in realistic situations.

• Model and demonstrate physical activity skills and provide opportunities for students to practice them in realistic situations.

• Involve students in the planning and implementation of health, physical activity and sports programs.

Connectionandchallenge

Learning experiences should connect with students’ existing knowledge, skills and values while extending and challenging their current ways of thinking and acting.

• Connect with and challenge student understanding of Health and Physical Education knowledge, values and skills.

• Connect Health and Physical Education being taught to students’ learning in other curriculum areas.

• Encourage students to critically evaluate the opportunities and challenges associated with living in modern society.

• Encourage students to develop informed opinions.

Action and reflection

Learning experiences should be meaningful and encourage both actionandreflectiononthe part of the learner.

• Provideopportunitiesforstudentstoreflectonandmonitortheir performance and progress in Health and Physical Education.

• Make assessment criteria explicit and create opportunities for self-assessment.

• Provide opportunities for students to discuss and appraise thehealthandfitnesslevelsofthemselvesandothers.

Motivationandpurpose

Learning experiences should be motivating and their purpose clear to the student.

• Illustrate the real-life applications and future uses of the Health and Physical Education skills and understandings students are learning.

• Connect learning in Health and Physical Education to students’ lives and local environments.

• Provide students with purposeful and relevant activities that stimulate thought, inquiry and enjoyment.

• Connect learning in Health and Physical Education to further education and career pathways.

Inclusivityanddifference

Learning experiences should respect and accommodate differences between learners.

• Design Health and Physical Education activities which cater for different learning styles, values, gender, abilities, interests, cultures and family backgrounds.

• Design Health and Physical Education activities which take into account students’ differing physical, mental and emotional development.




Independenceandcollaboration

Learning experiences should encourage students to learn both independently and from and with others.

• Design learning experiences which allow students some autonomy over how they learn and how they approach Health and Physical Education tasks.

• Design learning experiences which allow students to work collaboratively with other students on Health and Physical Education.

Supportiveenvironment

The school and classroom setting should be safe and conducive to effective learning.

• Build a classroom climate based on mutual respect and tolerance.

• Ensure students are provided with a safe environment and are adequately supervised at all times, especially in physical activities.

• Actively recognise achievement and progress in Health and Physical Education.

• Treat mistakes as opportunities for learning, rather than signs of failure.

• Promote school policies which support positive health values and the value of physical activity.

Suggestedapproachestolearningandteaching(continued)


3.4 TheplaceoftheEarly Adolescence(8-10)Health and Physical Education SyllabusintheK-12curriculum

This syllabus articulates content and approaches to learning, teaching and assessment that

are a part of the kindergarten to year 12 approach embodied in the Curriculum Framework. The

following diagram indicates the place of this syllabus in the overall K-12 curriculum for Western

Australian schools.

The place of the Early Adolescence (8-10) Health and Physical Education Syllabus in the K-12 curriculum.


3.5 ConnectiontoHealthandPhysicalEducationlearninginotherphasesofdevelopment

The Early Adolescence (8-10) Health and

Physical Education Syllabus forms part of the

continuum of Health and Physical Education

learning from kindergarten to year 12. To

ensure continuity, this syllabus builds on the

focus of learning in the middle childhood

phase. The understandings and skills

developed in the early adolescence phase,

provide the basis for achievement in the

Curriculum Council’s current and proposed

senior secondary courses.

Middlechildhoodphaseofdevelopment

Learning in the middle childhood phase,

links directly to the early adolescence phase

through a continuation of topics that teach

concepts, knowledge, skills and values in a

developmental progression. In the middle

childhood phase, students build upon prior

learning and experiences to gain more

detailed understandings of their personal

health, growth and development, and the

changes that occur from childhood, through

puberty, to adulthood.

Students accomplish fundamental movement

skillsenablingthemtodevelopconfidence

andcompetenceinspecificskillsformore

complex physical activity. This forms the

foundationforprogressivelymoredifficult

skills in changing conditions that students are

required to perform in the early adolescence

phase.

Lateadolescencephaseofdevelopment

In the late adolescence phase, students

review,reflecton,andcriticallyanalysetheir

own and others beliefs about health and

societal issues. Learning enables students to

demonstrateproficiencyofunderstandings

and skills required to achieve their personal

best in school- and community-based sporting

teams and outdoor pursuits.

In Health and Physical Education the current

senior secondary courses are:

• Early Childhood Studies - D656, E656

Part A - D670

Part B - D671

• Fitness - D959, E959

• Health Studies - D664, E664

Part A - D610

Part B - D611

• Independent Living - D665, E665

Part A - D674

Part B - D675

• Marine and Maritime Studies

• Outdoor Education - E608

Or

Outdoor Education

• Physical Education Studies - E600

Or

Physical Education Studies

Sport,SpecificSkillsandTraining-E948

• Sport Sciences - E947.


The proposed senior secondary Health and

Physical Education courses are designed to

facilitatestudents’achievementofspecific

Health and Physical Education learning

outcomes. Courses currently in development

by the Curriculum Council are:

• Health Studies


4 Content

4.1 Focusoflearning

HealthandPhysicalEducationteachersand

schoolsareintegraltoplanningthatprovides

abalancedcurriculumtomaximisestudents’

achievementofthelearningoutcomesinthe

Curriculum Framework.

Usingthissyllabus,HealthandPhysical

Educationteachersandschoolswillbeable

to:

• connectwithlearningacrossthemiddle

childhoodphaseofdevelopmentand

theseniorsecondaryyearsofschooling

• continuetousetheCurriculum

Framework andtheCurriculum

Framework Curriculum Guide

– Health and Physical Educationto

planbalancedlearning,teachingand

assessmentprogramsthatmeetthe

developmentallearningneedsof

studentsinthecontextofeachschool.

4.2 Learningacrossthecurriculum

Contenthasbeenembedded,whererelevant,

inthescopeandsequencestatementwithin

thissyllabusinaccordancewithagreed

nationalandstatepriorities.

Thefollowingcross-curriculumareasprovide

abasisfordevelopingtheknowledge,skills

andunderstandingsthatwillenablestudents

toparticipateandprosperinsociety.Further

adviceaboutintegrationacrosslearning

areasisprovidedinPart5ofthissyllabus:

PlanningforlearninginHealthandPhysical

Education.

Literacy

Literacyistheabilitytoreadandusewritten

informationandtowriteappropriatelyin

arangeofcontexts.Italsoinvolvesthe

integrationofspeaking,listening,viewingand

criticalthinkingwithreadingandwriting.It

includestheculturalknowledgethatenables

aspeaker,writerorreadertorecogniseand

uselanguageappropriatetodifferentsocial

situations.

Thedevelopmentofstudents’literacyskills

andunderstandingsistheresponsibility

ofallteachersinalllearningareas,and

opportunitiesshouldbeprovidedforstudents

todevelopliteracyacrossthecurriculum.

TheteachingofEnglish,however,playsa

particularlyimportantrole.

IntheHealthandPhysicalEducationlearning

areastudentsarerequiredtopractice


communicationskillsandappropriate

learning and specific language to enhance

understandingsofhealth,physicalactivityand

personaldevelopment.

Numeracy

Numeracyistheabilitytoeffectivelyapply

Mathematicsineveryday,recreational,

workandciviclife.Itisvitaltothequalityof

participationinsociety.

Inordertobenumerate,studentshave

therighttolearnMathematicsandthe

languageofMathematics,tomakesenseof

Mathematics, to be confident in their use of

Mathematics,andtoseehowitcanhelpthem

makesenseoftheirworldandtheworldof

others.

Numeracyisafundamentalcomponentof

learningacrossallareasofthecurriculum.

Thedevelopmentandenhancementof

students’numeracyskillsandunderstandings

istheresponsibilityofallteachers.The

teachingofMathematics,however,playsa

particularlyimportantrole.

Studentsusenumeracyskillsinumpiring,

measurement,navigation,timing,scoring,

direction,relationships,patternsandrhythm.

Thesenumeracyskillsareincorporated

ingames,strategies,tacticsandoutdoor

education.

CivicsandCitizenship

Allstudentsneedopportunitiestodevelop

theirunderstandingsof,andcommitmentto,

Australia’sdemocraticsystemofgovernment,

lawandciviclife.

HealthandPhysicalEducationteacherscan

achievethisbyassistingstudentstodevelop

thecapacitytoclarifyandcriticallyexamine

valuesandprinciplesofAustraliandemocracy

andthewaysinwhichitcontributestoafair

andjustsocietyandasustainablefuture.As

well,HealthandPhysicalEducationteachers

shouldassiststudentstodevelopthe

knowledge,skillsandvaluesthatenablethem

toactasinformedandresponsiblecitizens.

HealthandPhysicalEducationaddress

the significance of being a member of the

community.Opportunitiesareprovidedfor

studentstodevelopknowledgeandskills

to positively influence their own and others’

personalhealth.

InformationandCommunicationTechnologies(ICT)

ApplyingICTasatoolforlearningprovides

studentswithopportunitiestobecome

competent,discriminating,creativeand

productiveusersofICT.Students’learning

canbeenhancedthroughintegrationof

ICTacrossthecurriculum,astheydevelop

knowledge,skillsandthecapacityto

selectanduseICTtoinquire,developnew

understandings,create,andcommunicate

withothers.

ThroughlearningwithICT,studentshave

opportunitiestounderstandtheimpactof

ICTonsocietyandtouseICTasameansof

participatinginsociety.


StudentsshouldbeencouragedtouseICTto

locateinformationaboutHealthandPhysical

Education.Specialisedequipmentisalso

usedforleisureandrecreationalpursuits.

Values

People’s values influence their behaviour

andgivemeaningandpurposetotheirlives.

Whilethereisarangeofvaluepositionsin

society,thereisalsoacoreofsharedvalues.

Thesevaluesareembeddedinthelearning

outcomesintheCurriculum Framework.

Thesesharedvaluescanbesummarisedas

follows:

• apursuitofknowledgeanda

commitmenttoachievementofpotential

• selfacceptanceandrespectofself

• respectandconcernforothersandtheir

rights

• socialandcivicresponsibility

• environmentalresponsibility.

HealthandPhysicalEducationpromotes

attitudesandvaluesforahealthyactive

lifestyle.Thisincludesprovidingstudentswith

opportunitiesto:

• acceptpersonalresponsibilityfortheir

health

• acknowledgethevalueofregular

physicalactivity

• recogniseandvaluesupportstructures

suchasfamily,friendsandschool

• demonstrateacommitmenttopersonal

achievement.

Physicalactivity

Physicalactivityismovementofthebody

thatexpendsenergy.Itincludeshighintensity

activitiessuchassportsanddance,aswell

aslowintensityactivitiessuchaswalking,

climbingandexploring.Physicaleducation

isanessentialpartofqualityphysical

activityopportunities.Physicalactivity

canbeincorporatedintolearningacross

thecurriculum,providingstudentswith

opportunitiestopractiseskillsandincrease

fitness levels. Students are required to

participateinatleasttwohoursofphysical

activityperweek.

4.3 Organisationofcontent

Contentinthissyllabusisorganisedinto:

• K-10overviewofcontextsandtopics

• integratedscopeandsequenceof

contexts,topicsandoutcomes.

K-10overviewofcontextsandtopics

Thekindergartentoyear10overviewof

suggestedcontextsandtopicsinthissyllabus

provides opportunities for flexible planning

anddelivery.Thisoverviewisdesigned

tosupportHealthandPhysicalEducation

teacherstoprovidestudentswith:

• anunderstandingofhealthissues

• skills needed for confident participation

insportandrecreationalactivities

• skills needed to make responsibleskillsneededtomakeresponsible

decisionsabouthealthandphysical

activityandtopromotetheirownand

others’healthandwell-being.


TheK-10overviewconsistsofelevenbroad

context areas. The overview identifies topics

groupedunderthefollowingcontexts:

• LifestyleSkills

• Wellness

• GrowthandDevelopmentandSexual

Health

• LifestyleChoices

• DrugEducation

• Safety

• FundamentalMovement

• StrategiesandTactics

• PlayingtheGame

• HealthRelatedFitnessandRecreation

• OutdoorEducation.

Lifestyleskillscanbetaughtindependently

orinanintegratedHealthandPhysical

Educationprogram.A balanced HealthAbalancedHealth

andPhysicalEducationprogramwould

incorporatetopicsfromeachofthecontexts.

Itisnotintendedthateverytopicshouldbe

coveredasastandalonetopic.Topicsfrom

differentcontextscanbetaughtconcurrently

egRelationshipscanbetaughtduringthe

drugeducationcontextand/orduringthe

sexualhealthcontextoranyofthecontexts.

Itisrecommendedthatthecontentthat

studentsaretaughtaspartoftheirlearning

inHealthandPhysicalEducationshould

comefromarangeofdifferentcontextsand

topicsthusallowingstudentsopportunitiesto

demonstratetheirachievementofoutcomes

inanintegratedway.


The following graphic identifies the key features of the K-10 overview of contexts and topics for


KeyfeaturesofK-10overviewofcontextsandtopicsforHealthandPhysicalEducation

Integratedscopeandsequencestatement

The integrated scope and sequence statement is structured to reflect teachers’ integrated

planningforlearninginHealthandPhysicalEducation.Itisorganisedasfollows:

• Contexts

Withineachcontextareaseriesofrecommendedtopicsthatapplytothatcontext.Ifnecessary

topics can be adjusted to meet the specific needs of the student or the school.

• Outcomes

Thecontentcomponentfromtherelevantoutcomesthatcouldbetaughtwithinthecontextand

topics.

• Content

The content in the integrated scope and sequence statement is expressed at specific year

levelstoprovideteacherswithadviceonstartingpointsforthedevelopmentoflearning,

teachingandassessmentprograms.

© Department of Education and Training Western Australia, K-10 overview: Health and Physical Education – Suggested contexts and topics, December 2007 2

Organisation of content into year levels is advisory. Teachers will continue to make professional judgements about when to introduce content based on students’ prior learning and achievement.

K-10 overview: Health and Physical Education – Suggested contexts and topics

Lifestyle Skills: Communication Decision making Goal setting Leadership Resilience Risk management Assertiveness Self-control Self-understanding Social skills Stress management Life skills can be taught as stand alone topics or can be integrated throughout the Health and Physical Education program.

Context K/P Year 1 Year 2 Year 3 Year 4 Year 5 Year 6 Year 7 Year 8 Year 9 Year 10

Wel

lnes

s

Personal identity o similarities and

differences o appearanceo experience and

abilities My relationships

o friendships o familyo caring for others o appropriate

behaviour within relationships at homeResilience

o self-controlo expressing feelings o emotional control o responding to

bullying behaviour o people who can

help

Personal identity o attributes of self

and others o needs and wants o setting goals

Caring for others o making friends o caring for friends

and others o appropriate

behaviour within relationships

o cooperationo school and

community Resilience

o identifying and showing emotions

o emotional control o safe happy

schoolso bullying behaviour o school bullying

ruleso sharing and

comparingexperiences

o caring for self and others

o asking for help o people who can

help at school

Enhancing personal identity

o building self- esteem and self- concept

o recognisingstrengths and limitations

o developing strengths

o goal setting Buildingrelationships

o making friends o how to build and

maintainrelationships

o appropriate behaviour towards othersResilience

o identifying feelings of others

o positive self-talk o what bullying looks

like and what you can do

o impact of bullying behaviours

o create a ‘telling’ environment

o bystander responsibility

o people who can help in the community

Recognisingpersonal identity

o recognisingattributes of self and others

o feelings about self o acceptanceo being responsible

Accepting relationships

o recognising and acceptingdifferences

o getting along o appropriate

behaviour within relationshipsResilience

o positive self-talk o fairnesso types and effects

of bullying o dealing with

bullying – rights/ responsibilities

o encouragingrespect

o assertivenesso shared

responsibilitieso friendly families

and schools o people who can

help in the community

Influences on identity

o influences on self- esteem and how it impacts on behaviour

o identifying personalinfluences – friends, family and school

o optimistic thinking Accepting and celebratingrelationships

o acceptance and celebration of differences

o differentrelationshipsResilience

o self-esteem and self-care

o thinkingoptimistically

o strategies to cope minimise conflict

o managing conflict situations

o being assertive o diffusing situations o expressing a

complaint or problem

o how to respond to risky situations

Positive behaviours

o optimistic thinking – impact on behaviour and self-esteem

o addressing positive and negative self-talk

o friends and family o school, culture and

media Positive relationships

o developing and maintainingpositive relationships

o maintainingconfidences

o people in power o working cohesively

in groups Resilience

o self-image and others


o sharing experiences

o creating a change o encourage shared

responsibilitieso bully-free zone o learning from

mistakeso responding to peer

pressure

Maintaining self- esteem and self- concept

o developing and maintainingpositive self- concept

o learning to cope with worries

o coping with negativeinfluencesChangingRelationships

o support networks o managing and

maintainingchanging relationships

o talking about problems in a groupResilience –Taking action

o speaking up o solving problems o optimistic thinking o where to get help o protective

behaviours –Plan A/Plan B

o cyber bullying o SMS bullying o relationship

between self-esteem and resilience

o ways to respond

Self-understanding

o developing and maintainingpositive self- understanding

o positive self-talk o gender images

and expectations o coping with

negativeinfluencesWays to communicate, cooperate and care for others

o strengtheningsupport networks

o codes of conduct o evaluating group

dynamics Resilience and coping


o challenging discrimination

o evaluating strategies

o selectingresponses towards bullying

o assessingsituations

o locating help o coping with

negativeinfluences

o reporting abuse

Self-understanding

o developing/maintaining self-esteem as an adolescent

o recognition of roles o recognition of

changes in responsibilities

o well-being – balancing the social/emotional/ physical/mental

o mental health Types and nature of relationships

o importance of family/peers

o factors influencing relationships

o relatingappropriately in relationships

o qualities of positiverelationships

o rights and responsibilities in relationships

o appreciating diversity Power in relationships

o types of power o peer pressure

Being resilient as an adolescent

o coping and responding to change and challenge

o identifying fears and feelings

o dealing with conflictingdemands

o creatingconnections – friendships/ belonging

o protectivestrategiesRecognisingabuse

o feelings and warning signals

o protectivestrategies

Self-understanding

o influences of different beliefs and values (including those related to sexuality and gender) on self- esteem and self-concept

o mental health issuesDeveloping respectfulrelationships

o affirming diversity o building and

maintainingpositive relationships as an adolescent

o understandingchanging relationships

o applying social skills to different situations and relationships

o cyber bullying o SMS bullying

seeking advice and help Enhancing resilience as an adolescent


o makingconnections

o promoting positive attitudes

o protectivebehaviours –Plan A/Plan B

o preparing for future challenges

o time management o study techniques o strategies to seek

help o benefits of support

Self-understanding

o influences of socio-cultural factors on self- esteem/self-concept

o understanding mental health issues and their impact on self/society Lifelongrelationships

o relationships and community support to enhance relationships

o mental health services

o dealing with negativerelationships

o health promotions – government support for building positive relationships

o relationships in the work place

o enhancingpersonal health and health of others

o communicateeffectively in community

o public health services/agencies

o domestic violence Inclusivity

o discrimination,harassment and vilificationResilience

o balancing your lifestyle

o planning positive future

o managing change o coping with

loss/griefo coping with

breakdown of relationships

o reaching out o study techniques

and career education

Context

Sub-topics

Topics


Teacherswillusetheirknowledgeofstudents’progressiveachievementtomaketheirown

decisionsaboutwhenitisappropriatetointroducecontenttoindividualsandgroupsof

students.

TheintegratedscopeandsequencestatementcombinestheKnowledgeandUnderstandings,

AttitudesandValues,SkillsforPhysicalActivity,Self-managementSkillsandInterpersonalSkills

outcomes.

Theintegratedscopeandsequencestatementdemonstrateshowcontentcanbetaught

toenablestudentstodemonstrateachievementofthelearningoutcomes.Italsoenables

teacherstomapoutcomestocontextsandtopicsthusensuringstudentshaveopportunities

todemonstrateachievementoflearningoutcomesacrosstheHealthandPhysicalEducation

learningarea.

The following graphic identifies the key features of the scope and sequence statement for


KeyfeaturesofthescopeandsequencestatementforHealthandPhysicalEducation

Topics

Contentorganisers

Content

Organisationofcontentintoyearlevelsisadvisory.Teacherswillcontinuetomakeprofessionaljudgementsaboutwhentointroducecontentbasedonstudents’priorlearningandachievement.

©DepartmentofEducationandTrainingWesternAustralia, Early adolescence: Health and Physical Education – Integrated scope and sequence,December2007 2

Earlyadolescence:HealthandPhysicalEducation–Integratedscopeandsequence

Context 01raeY9raeY8raeY

Self-understandingo developingandmaintainingself-esteemasan

adolescento recognitionofroleso recognitionofchangesinresponsibilitieso well-beingbalancingthesocial,emotional,

physicalandmentalo mentalhealthTypesandnatureofrelationshipso importanceoffamilyandpeerso factorsinfluencingrelationshipso relatingappropriatelyinrelationshipso qualitiesofpositiverelationshipso rightsandresponsibilitiesinrelationshipso appreciatingdiversityPowerinrelationshipso typesofpowero peerpressureBeingresilientasanadolescento copingandrespondingtochangeand

challengeo identifyingfearsandfeelingso dealingwithconflictingdemandso creatingconnections–friendshipsand

belongingo protectivestrategiesRecognisingabuseo feelingsandwarningsignalso protectivestrategies

Self-understandingo influencesofdifferentbeliefsandvalues,

includingthoserelatedtosexualityandgenderonself-esteemandself-concept

o mentalhealthissuesDevelopingrespectfulrelationshipso affirmingdiversityo buildingandmaintainingpositiverelationships

asanadolescento understandingchangingrelationshipso applyingsocialskillstodifferentsituationsand

relationshipso cyberbullyingo SMSbullyingo seekingadviceandhelpEnhancingresilienceasanadolescento thinkingoptimisticallyo makingconnectionso promotingpositiveattitudeso protectivebehaviours–PlanA/PlanBo preparingforfuturechallengeso timemanagemento studytechniqueso strategiestoseekhelpo benefitsofsupport

Self-understandingo influencesofsocio-culturalfactorso andothersself-esteemandself-concepto understandingmentalhealthissuesandtheir

impactonselfandsocietyLifelongrelationshipso relationshipsandcommunitysupportto

enhancerelationshipso mentalhealthserviceso dealingwithnegativerelationshipso healthpromotions–governmentsupportfor

buildingpositiverelationshipso relationshipsintheworkplaceo enhancingpersonalhealthandthehealthof

otherso communicatingeffectivelyinthecommunityo publichealthservices/agencieso domesticviolenceInclusivityo discrimination,harassmentandvilificationResilienceo balancingyourlifestyleo planningforapositivefutureo managingchangeo copingwithlossandgriefo copingwithbreakdownofrelationshipso reachingouto studytechniquesandcareereducation

Outcome Meaningsanddimensionsofhealthcomponentsofahealthylifestyleattitudesandvalues

Growthanddevelopmentinfluencesongrowthanddevelopmentbehavioursthatinfluencegrowthanddevelopment

Social-emotionalwell-beingdifferenttypesofrelationshipsvaluesandbeliefs

Themeaninganddimensionofhealthlifestylebehavioursandconsequences

Growthanddevelopmenthowtoenhancethehealthofselfandothersassessingtheimpactofemotionalandmentalhealthonbehavioursthepositiveandnegativeeffectsofpeerpressureonhealthbehaviours

Social-emotionalwell-beingstrategiestomanagerelationships

Themeaninganddimensionofhealthsocial,cultural,environmentalandpoliticalfactorsthatinfluencethecommunity’shealthandattitudescommunitystrategiestopromotehealth

Growthanddevelopmentlifestylebehavioursandtheirimpactonsocietysocietalcohesiontheimpactofstressandstrategiestomanagestress

Sub-topics

Context

Outcome

Wel

lnes

sK

now

ledg

ean

dU

nder

stan

ding

s


School planning is an integral part of the improvement process. It typically involves four stages:

• identificationofneedsthroughcollectionandanalysisofstudentachievementinformation

• planning for improvement

• implementation

• review.

5.1 Breadthandbalanceincurriculumplanning

ThissyllabusidentifiescontentrelevanttolearninginHealthandPhysicalEducationacrossthe

early adolescence phase of development.

Whenplanningwiththissyllabus,schoolleadersandHealthandPhysicalEducationteachers

will continue to exercise professional judgements about the full range of learning, teaching and

assessment programs that will meet the learning needs of their students. These judgements are

made in the context of the overall school plan, which takes into account relevant legislative and

policy requirements, and community expectations.

SchoolleadersandHealthandPhysicalEducationteachersmayusethissyllabusin

conjunction with the Curriculum Framework Curriculum Guide – Health and Physical Education

to plan for a rich and varied curriculum that takes into account the learning needs and interests

of students.

5.2 Whole-schoolplanning

The elements of whole-school curriculum planning are encapsulated in the following diagram.

5 PlanningforlearninginHealthandPhysicalEducation

OUTCOMES

CURR

ICUL

UM

PROVISION

ASSESSMEN

T

• Students’ achievement and learning needs• Relevant learning outcomes, as described in the

Curriculum Framework• Content as described in the Early Adolescence (8-10)

Health and Physical Education Syllabus andCurriculum Framework Curriculum Guide

• Realistic yet challenging expectations about students’performance

• Opportunities required to enable students to continue toexperience success in their learning

• Learning environments• Pedagogy relevant to students and the focus of learning

Elementsofwhole-schoolcurriculumplanning


Students’achievementandlearningneeds

Examinationofstudentachievement

information enables school leaders and

HealthandPhysicalEducationteachersto

make judgements about whether students are

makingsufficientprogresswiththeirlearning

in relation to relevant standards. Sources of

information include:

• teachers’ records of student assessment

• teacher moderation of student work

• standardised test data.

Learningoutcomesandcontent

Examinationofstudentachievement

information and judgements made about

students’ progress inform analysis of

existing curriculum provision, which includes

consideration of relevant learning outcomes

and content. This enables school leaders and


make informed decisions about the adequacy

of current curriculum provision and whether

modificationsarerequired.Itmayresult

incurriculummodificationstoensurethat

students have adequate opportunities to

make progress in their learning.

Expectationsofstudents’performance

Consideration of outcomes and content also

incorporates setting realistic, yet challenging,

targets for student performance. Target

setting ensures that decisions lead to school

leadersandHealthandPhysicalEducation

teachers developing and implementing

challenging and developmentally appropriate

learning, teaching and assessment programs

for students.

Continuedsuccessinlearning

The focus of whole-school curriculum

planning is the continued learning success of

all students in the school. While the majority

of students will continue to achieve within an

expected range, some students will require

learning and teaching adjustments to support

their learning. Whole-school curriculum

planningassistsschoolleadersandHealth

andPhysicalEducationteacherstoidentify

individuals and groups of students who

requireDocumentedPlans.

Learningenvironments

The environment of a school and its

classrooms needs to be inclusive, supportive

and promote learning. Issues that school

leadersandHealthandPhysicalEducation

teachers could review as part of whole-school

curriculum planning include:

• working relationships among

- teachers

- students

- teachers and students

- teachers, students and their

parents/caregivers

- the school and the community

• management of student behaviour

• level of inclusion in relation to

language background, gender, culture,

socioeconomic status, abilities or

disabilities, and individual differences


• existence of adequate and fair access

to, and use of, appropriate and varied

resources (space, equipment, materials

and technology)

• ways in which students are grouped and

arranged in the school and classrooms

• ways in which time is allocated for

curriculum provision

• learning opportunities outside the school

• opportunities for students to negotiate

the curriculum, if appropriate.

Pedagogy

Whole-school curriculum planning includes

schoolleadersandHealthandPhysical

Educationteachersreviewingandselecting

a range of approaches to learning, teaching

andassessment.Pedagogicalapproaches

selected by teachers should be informed by

the principles of learning and teaching in the

Curriculum Framework.

Timeallocation

To achieve a balanced curriculum, schools

should provide the appropriate resources,

including time, to ensure progress towards

achievement of all learning outcomes

identifiedinthissyllabus.

When making decisions about the allocation

of teaching time the following should be

considered:

• while the eight learning areas in the

Curriculum Framework are all held in

equal esteem, equal time does not need

to be allocated to each

• decisions about teaching time should be

influencedbystudentachievementdata,

indicating students’ learning needs in

the context of the school

• school system/sector priorities and

curriculum policies

• provision of pathways to senior

schooling that are appropriate to

students’ achievement and aspirations

• students from years 1-10 should

participate in at least two hours of

physical activity per week.

• expectation of the teaching of content

described in the National Consistency

in Curriculum Outcomes Statements

of Learning in Civics and Citizenship,

English,ICT,MathematicsandScience.


5.3 PlanningusingtheEarly Adolescence (8-10) Health and Physical Education Syllabus

Classroom planning caters for both groups and individual students and is guided by the

directions set in whole-school and learning area curriculum planning.

Thekeyelementsofplanningforlearningareoutlinedinthediagrambelow.Planningbegins

with an assessment of students’ learning needs so that teachers can design developmentally

appropriate programs. Relevant content can then be selected from the K-10 overview and

scope and sequence statement in this syllabus. Teachers select approaches to learning,

teaching and assessment that are relevant to their students and the contexts of their schools.

Considerations for planning across the phase include:

• incorporating the focus of learning and strategies the school has committed to in the

whole-school curriculum plan

• use of K-10 overview and scope and sequence statement as a basis for auditing,

validating and augmenting existing programs as required

• collaborative planning and decision making about contexts for learning and teaching in

HealthandPhysicalEducationtoensureminimalrepetition

• consideration of available resources

• continuation of year level planning with a focus on adapting programs, if required, to meet

the needs of groups and individuals.

Gathering evidence using:- formative assessment- summative assessment

Identifying teaching content from the K-10 overview and scope

and sequence statement

Identifying learning, teaching and assessment strategies

Identifying relevant range of assessment strategies

Interpreting information

Analysing information

Learningandteaching

Startingwithstudentneeds

Makingon-balancejudgements

Designing learningopportunitiesforstudents

Form

ative

Summative

Key elements of planning for learning


When using this syllabus for planning

learning, teaching and assessment programs

inHealthandPhysicalEducation,teachers

can:

• identify Curriculum Framework learning

outcomes that will be highlighted in the

unit of work/program

• reflecttheprinciplesoflearning,

teaching and assessment in the

Curriculum Framework

• use the K-10 overview and/or scope and

sequence statement to select relevant

content

• identify appropriate targets for particular

groups and individuals that connect to

whole-school targets

• identify what students will need to do to

demonstrate their learning

• identify review points for monitoring and

assessing student progress

• gather information about students’

learning using a range of assessment

strategies and provide ongoing

feedback that is meaningful to students

• make ongoing use of information

aboutstudentprogresstoreflecton

and modify learning and teaching

opportunities.

5.4 Integratinglearning

The Curriculum Frameworkidentifieseffective

learning as that which enables students to

make connections between ideas, people and

things, and to relate local, national and global

eventsandphenomena.Makingconnections

across learning areas helps students to

appreciate the interconnected nature of

human learning and knowledge. Students

are more likely to achieve desired learning

outcomes when they see connections

between their various learning experiences

and can build on their experiences across

learning areas.

Planningforintegration

An integrated approach to curriculum

planning links content across learning areas

in purposeful ways. Integrating learning

enablesHealthandPhysicalEducation

teachers to plan learning, teaching and

assessment programs that focus on:

• making the purpose and relevance of

learning explicit

• supporting complementary learning and

consistent application of knowledge,

understandings and skills across

learning areas

• enhancing learning by providing

opportunities for students to make

authentic connections within and across

learning areas, their school, their home

and the wider context of the world

• theefficientuseoflearningand

teaching time.


When supporting integration of learning,

HealthandPhysicalEducationteachers:

• identify connected ideas across learning

areas and relevant contexts for learning

as a basis for learning, teaching and

assessment programs

• teach relevant skills and knowledge,

and then provide opportunities for

practice, in a range of contexts.

When planning and delivering integrated

programs, it is important to also maintain a

balanced focus on the content and learning

outcomesrelatedtospecificlearningareas.

This ensures that students have appropriate

opportunities for rigorous and specialised

learning as well as opportunities to integrate

their learning.

Linkswithotherlearningareas

When making links across the curriculum, it is

important for teachers to ensure that:

• students are involved in identifying and

planning the links

• knowledge and skills are developed in a

consistent way.

ExamplesofopportunitiesforHealthand

PhysicalEducationteacherstomakelinks

to other learning areas are outlined on the

following diagram.


The ArtsTheHealthandPhysicalEducationlearningareadrawsonsomeof the understandings, elements, processes and skills students developinTheArts.ThelinksbetweentheHealthandPhysicalEducationandTheArtslearningareasareevidentwhenstudentsare taught to:• use rhythmically coordinated movement patterns, established

in rhythmic gymnastics, callisthenics and aerobics, applied to other physical skills

• use music to create different movement responses • use elements of visual arts to promote health-enhancing

behaviours.

Technology and EnterpriseTheHealthandPhysicalEducationlearningarea utilises the skills and understandings students develop in the Technology and Enterpriselearningarea.ThelinksbetweentheHealthandPhysicalEducationandTechnologyandEnterpriselearningareasare evident when students are taught to:• access, select and use materials which

enhance and promote health at home, school, the community and the workplace

• apply operational, manipulative and organisational skills when selecting and using technology

• apply personal health and safety concepts to ensure personal well-being

• demonstrate collaborative behaviours to ensure a cooperative learning environment

• conduct individual research• undertake task prioritisation, time management and goal setting.

Opportunitiestointegratecross-curriculumareas

EnglishTheHealthandPhysicalEducationlearningareautilisesmanyaspectsfromtheEnglishlearningarea.AspectsfromtheEnglishlearningarea are utilised in both written and oral forms and also involve the useofbodylanguageandbodycues.ThelinksbetweentheHealthandPhysicalEducationandEnglishlearningareasareevidentwhenstudents are taught to:• use appropriate language in a variety of situations• use language to assist the development of their self esteem and

confidence• communicate values, attitudes and beliefs that impact on decisions

about healthy lifestyles.

Languages (LOTE)ThelinksbetweentheHealthandPhysicalEducationandLanguages(LOTE)learningareas are evident when students are taught to:• develop an understanding of cultural

input towards attitudes, beliefs and values on health and safety concepts in target language communities

• explore target cultures associated with games, sport, food or leisure activities that contribute to the Australian way of life

• make statistical comparisons of health issues in target language cultures.

MathematicsNumeracyskillsfromtheMathematicslearning area can be incorporated in both a practicalandtheoreticalwayintotheHealthandPhysicalEducationlearningarea.These skills can be used as part of time management of physical activities, game analysis, planning or statistical interpretation ofdata.ThelinksbetweentheHealthandPhysicalEducationandMathematicslearning areas are evident when students are taught to:• score• understanddimensionsoffields• measure time of play• use spatial awareness• calculate averages• use graphs to make observations• use navigation skills• use common measuring equipment• collect data, such as pulse rates.

ScienceTheHealthandPhysicalEducationlearning area has strong links with the Science learning area. The knowledge and understanding of the physical, biological and natural worlds are complementary to both learningareas.InvestigationandscientificprocessesareutilisedintheHealthandPhysicalEducationlearningarea.ThelinksbetweentheHealthandPhysicalEducationand Science learning areas are evident when students are taught to:• investigate the physical, mental,

emotional and environmental variables that affect their state of well-being

• form reasoned judgements about issues such as recycling, advertising and the use of drugs to enhance performance

• apply Science in their daily lives in regard to health and hygiene in the home, school and community.

Society and EnvironmentTheHealthandPhysicalEducationlearningarea utilises many aspects from the Society andEnvironmentlearningarea.ThelinksbetweentheHealthandPhysicalEducationandSocietyandEnvironmentlearningareas are evident when students are taught to:• investigate the way people interact with

each other and their environments• examine consequences of cultural and

environmental changes• make informed decisions about food,

clothing, shelter, safety and social relationships

• examine social, political, environmental and cultural factors and their effect on the health of themselves and the community

• promote active citizenship.


6 Assessment

Assessmentisanintegralpartoflearningand

teachingandinformscurriculumplanning.

Thepurposeofassessmentisto:

• monitorstudents’progresstoinform

teacherplanningandstudentlearning

• gatherandinterpretevidencethat

enablesHealthandPhysicalEducation

teacherstomakeinformeddecisionson

students’achievementandprogressas

abasisforreporting.

Assessmentreliesontheprofessional

judgementoftheteacher.Itisbasedonvalid,

comprehensiveandreliableinformationabout

studentachievementthathasbeencollected

overtime.Assessmenttasksmustbefair,

challengingandeducative.

HealthandPhysicalEducationteachersare

expectedtoprovidefeedbacktostudentson

learningtasks,sothatstudentsknowwhatto

dotoimproveandteachersknowwhatnextto

planforintheirteaching.

Thescopeandsequencestatementinthis

syllabushasbeendevelopedwithreference

toinformationonstudents’progressive

achievementoflearningoutcomesasdetailed

intheCurriculum Framework Progress Maps

– Health and Physical Education/Outcomes

and Standards Framework – Health and

Physical Education.

Inplanninganddeliveringlearning,teaching

andassessmentprogramsusingthescope

andsequencestatement,HealthandPhysical

Educationteacherscansupportstudentsto

worktowardsorbeyondwhatisdescribedin

relevantstandards.Studentswithparticular

needsmay,however,requireindividualor

groupDocumentedPlanstosupporttheir

learning.

Schoolsshouldhaveanassessmentpolicy

basedontheprinciplesofassessmentinthe

Curriculum Frameworkandcommunicatethis

tostudentsandtheschoolcommunity.

6.1 Theprocessofassessment

Assessmentinvolves:

• providingstudentswithopportunitiesto

applyanddemonstratewhattheyknow,

understandandcando

• gatheringandrecordingtheevidence

ofstudents’demonstrationsoftheir

learning


.• usingevidencetomakeon-balance

judgementsaboutstudents’

achievement

• givingstudentsadviceabouthowto

improveandcontinuetheirlearning

• providingstudentswithopportunitiesto

beinvolvedinreviewingassessment

informationandsettinglearninggoals

• providingstudentswiththeskills

necessarytosuccessfullycompletethe

assessmenttype.

6.2Principlesofassessment

Assessmentshould:

• bebasedonthebeliefthatallstudents

canimproveintheirlearning

• bedevelopedwithreferenceto

theprinciplesoflearning,teaching

andassessmentintheCurriculum

Framework

• bereferencedtocommonstandardsas

describedintheCurriculum Framework

Progress Maps – Health and Physical

Education/Outcomes and Standards

Framework – Health and Physical

Education

• providefeedbacktostudentsaboutthe

progressoftheirlearning,thequalityof

theirworkandthedirectiontheyneedto

takeinfuturelearning

• enhancestudents’resilienceand

motivation

• recogniseandvaluethediverse

backgroundsandexperiencesof

students

• involveobservingstudentsduring

learningactivities

• enablecollaborationwithcolleagues,

inandacrossschools,toevaluate

evidencesothatjudgementsabout

studentachievementarevalid,reliable

andcomparable

• resultinadjustmentstoteachingto

takeintoaccounttheinformationthat

assessmentprovides

• allowforinputfromstudentsand

parents/caregivers.

HealthandPhysicalEducationteacherswill

usetheirprofessionaljudgementtoinform

decisionsaboutwhentoassess,whetherthe

assessmentevidenceshouldbecollected

formallyorinformally,andwhichevidence

providesthemostvaluableandreliable

informationaboutstudentlearning.

6.3 AssessmentinHealthandPhysicalEducation


usearangeofassessmentstrategiesto

enableinformationtobegatheredaboutthe

knowledge,understandingandskillsthat

studentsacquire.

Assessment should reflect current knowledge

ofthetypicalcharacteristicsofstudentsin


theearlyadolescencephaseofdevelopment.

ThiswillenableHealthandPhysical

Educationteacherstoconsiderhowstudents

inthisphaseofdevelopment,behave,think,

interactandlearnwhenplanning,developing

andimplementingassessmenttasks.

Formativeassessmentusuallyfocuseson

particularaspectsoflearningtoenable


modifylearningandteachingprogramsand

provide students with specific information to

guideimprovement.Incidentalanddetailed

feedbackcanhelptoidentifygapsinlearning

andallowHealthandPhysicalEducation

teachersandstudentstomonitorprogress.

HealthandPhysicalEducationteacherscan

gatherinformationaboutstudentprogress

throughobservationofstudents’engagement

withtasks,discussionsandclasswork.

Summativeassessmentusuallyfocuseson

determiningtheextenttowhichstudents

haveachievedHealthandPhysicalEducation

learningoutcomes.

Summativejudgementsareinformedby

studentachievementovertimeandacrossa

rangeofcontexts.


Typesofassessmentsuitableforearlyadolescence(8-10)HealthandPhysicalEducation

Typesofassessment Methodsofgatheringinformation

Performance/ProductionPerformance

Performancerelatedassessmenttasksenablestudentstoperformphysicalskills/tacticsandstrategiesanddemonstrateconceptualunderstandings,interpersonalskillsandself-managementskillsinthephysicalsense.

Production

Productionrelatedassessmenttasksenablestudentstocreatepracticaland/ortheoreticalhealthandphysicaleducationworksusingarangeofskills,processes,techniquesandtechnologies.

• performance, which can be specific to activity, skills/strategies,expedition/excursion/gameplay

• field work

• games

• skilldrills

• peertutoring

• roleplays

• videotapesandotherICT

• groupperformances

• competitions

• rankingactivities

• debates

• performanceonplanning

• reflection

• exploreperformancepossibilities

• creationofmovementsequences

• controlandmanagetheprocess

• designingactionplans

• demonstrationofsafety,personalskills

• cooperativeandcollaborativeworkingwithothers

• performingleadershiproles

• demonstratingunderstandingoftheenvironment

• demonstratingrelationshipwithnatureandenvironment

• demonstratingunderstandingofenvironmentalmanagement



InvestigationStudentsresearchworksinwhichtheyplan,conductandcommunicateaninvestigation.

• planning

• conducting

• communicating

• journalsandlearninglogs

• comparingandcontrasting

• researching

• researchnotes

• investigating

• defining

• timelines

• digitalpresentations

• exploringissues

• reflecting on actions, beliefs, attitudes and values

• extendedresearchandpresentationinwritten,oral,visualormultimediaforms,usingappropriateconventions

Response

Studentsapplytheirknowledgeandskillsinanalysingandrespondingtoaseriesofstimuliorprompts.

• analyseperformance

• respondtostimuliorpromptssituationalresponseperformance

• evaluateperformance

• applicationofskillsandprocesses

• responseanalysisinformationcollection

• videotaggingofresponseplaysinthephysicalenvironment(egmovingintospace)

• performanceofsetplays

• attitudesurveys

• conceptmaps

• demonstrationsofskillsinsimulatedandrealcontexts

• dialogueandlistening

• individualdiscussionswithstudents

• journalsandlearninglogs

• open-endedquestioning

Typesofassessmentsuitableforearlyadolescence(8-10)HealthandPhysicalEducation(continued)



Response(continued) • open-endedtasks

• oralpresentations

• projects/assignments/reports

• reflective student assessment

• roleplays

• selfandpeerassessment

• sketchesanddrawings

• structuredwholeorsmallgroupdiscussions

• studentportfolios

• tests

• workinprogress

• worksamples

• writtenmaterial(egmaps,diagrams,summarysketches)

• models

• practicalskillstests

• constructionofinterpretivequestions

• responsesbasedontheinterpretationofprimary/secondarysourcesincludingavarietyofquestiontypes

Typesofassessmentsuitableforearlyadolescence(8-10)HealthandPhysicalEducation(continued)


6.4 Recordingassessmentinformation

Whenrecordingassessmentinformation,


shouldselectmethodsthat:

• are time efficient

• areeffectiveininformingstudent

learning

• enableassessmentoveraperiodof

time

• accommodatearangeofassessment

types

• canbelinkedeffectivelytostandards

thatinformreporting.

Methodsofrecordingassessmentinformation

include:

• anecdotalrecords

• annotatedworksamples

• audioandvisual(includingphotographic

andvideo)recordings

• checklists

• DocumentedPlans(Individual

EducationPlansandGroupPlans)

• markingkeys

• observationnotes

• portfolios

• reflection sheets, diaries or scrapbooks

• recordsoftestresults

• rubrics

• sampleassessmentitems

• student/teacherjournals.

TeacherscanusetheCurriculum Framework

Progress Maps – Health and Physical

Education/Outcomes and Standards

Framework – Health and Physical Education

toinformtherecordingofassessment

information.

6.5 Makingjudgementsandreporting

Teacherjudgementsarefundamentalto

assessmentandreportingprocesses.


assessusingwayswithwhichtheyfeel

comfortabletomonitorstudents’progressand

determinesummativegradesforreporting.

HealthandPhysicalEducationteachersdo

nothavetolevelorgradeeverypieceof

studentwork.

Judgementsaboutstudentachievementare

basedonknowledgeofthestudentsandtheir

work,accumulatedovertimeandinarange

ofsituations.Thefrequency,consistencyand

degreeofindependenceshownbystudents

indemonstratingachievementprovideabasis

onwhichHealthandPhysicalEducation

teacherscanmakeon-balancejudgements

aboutassessmentoflearningoutcomes.Valid

andreliableon-balancejudgementscanbe

supportedbymoderationprocesseswithin


andbetweenschools.Moderationprocesses

shouldtakeintoaccountindividualstaff

differencesandreadiness.

HealthandPhysicalEducationteachersalso

refertoinformationfromstandardisedtests

toinformtheirjudgementsaboutstudents’

achievement.

Teacherjudgementsinformsummative

gradesforreporting.Reportingisaprocess,

bothformalandinformal,forproviding

informationabouttheprogressofstudent

achievement.Itprovidesavitalpartof

developingandmaintainingthepartnership

betweenschoolandhome.

Whenreporting,careneedstobetaken

togivestudentsandparents/caregivers

informationthat:

• isfreeofjargonandcomplextechnical

language

• focusesonstrengthsandwhatthe

studenthasachievedinthelearning

period

• reportsstudentachievementinrelation

torelevantstandards

• isreliableandvalidwithinandacross

schools

• iscomprehensibletothem(thismay

requireuseofinterpretersand/or

translations).


7 References

Australian Council for Health, Physical Education and Recreation, 2005, Active Schools Active

Kids, Western Australia.

Curriculum Council, 2006, Early Childhood Studies, Western Australia, retrieved 11 June 2007.

Curriculum Council, 2006, Health Studies, Western Australia, retrieved 11 June 2007.

Curriculum Council, 2006, Outdoor Education Studies, Western Australia, retrieved 11 June 2007.

Curriculum Council, 2006, Physical Education Studies, Western Australia, retrieved 11 June 2007.

Curriculum Council, 2005, Curriculum Framework Curriculum Guide – Health and Physical

Education, Western Australia.

Curriculum Council, 2005, Curriculum Framework Making Progress – Health and Physical

Education learning area support materials, Western Australia.

Curriculum Council, 2005, Curriculum Framework Progress Maps – Health and Physical

Education, Western Australia.

Curriculum Council, 2005, Curriculum Framework Progress Maps – Overview, Western Australia.

Curriculum Council, 1998, Curriculum Framework for Kindergarten to Year 12 Education in

Western Australia, Western Australia.

Department of Education and Training, 2005, Outcomes and Standards Framework – Health and

Physical Education, Western Australia.

Department of Education and Training Western Australia, 2004, Outdoor Education and Recreation

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and Reporting, Western Australia.


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�Early Adolescence (8-�0) Health and Physical Education Syllabus

The Early Adolescence Health and Physical Education (8-�0) Syllabus is designed to support

teachers with planning and delivering learning, teaching and assessment programs in the

context of the Curriculum Framework. The syllabus details content at each year of schooling

across the early adolescence phase of development. When using these advisory materials,

teachers will continue to make professional judgements about when to introduce content based

on students’ prior learning and achievement.

1 Purpose

This syllabus provides teachers with advice about content, planning, teaching and assessment

in Health and Physical Education in years 8-10.

Connectionswithothercurriculumpolicyandsupportdocuments

This syllabus is consistent with, and can be used in conjunction with, the following policy and

support documents:

• Health and Physical Education Learning Area Statement in the Curriculum Framework

for Kindergarten to Year �2 Education in Western Australia produced by the Curriculum

Council of Western Australia. The Curriculum Framework establishes the learning

outcomes expected of all Western Australian students from kindergarten to year 12.

• The Curriculum Council’s Curriculum Framework Progress Maps - Health and Physical

Education. These describe progressive student achievement in Health and Physical

Education from kindergarten to year 12 and are a guide for monitoring and planning for

student achievement.

• The Department of Education and Training’s Outcomes and Standards Framework

- Health and Physical Education. This is similar to the Health and Physical Education

Progress Maps but also includes Achievement Targets for years 3, 5, 7 and 9 in WA public

schools.

Early Adolescence (8-�0) Health and Physical Education Syllabus Summary

2Early Adolescence (8-�0) Health and Physical Education Syllabus

• The Curriculum Council’s Curriculum Framework Curriculum Guide - Health and Physical

Education. This describes, in phases of development, content to support students’

progress in Health and Physical Education from kindergarten to year 12.

As part of a K-12 approach to Health and Physical Education, this syllabus also:

• builds on the Middle Childhood (4-7) Syllabus

• prepares students for the more specialised Health and Physical Education courses in

years 11 and 12.

2 Rationale

KeyfeaturesofHealthandPhysicalEducation

Health and Physical Education develops students’ abilities to:

• make informed and responsible decisions about the health and physical well-being of

themselves and others

• enjoy physical activity and develop relevant skills.

OrganisationoftheHealthandPhysicalEducationlearningarea

Five interrelated outcomes are identified in the Curriculum Framework Health and Physical

Education Learning Area Statement:

• Knowledge and Understandings

• Attitudes and Values

• Skills for Physical Activity

• Self-management Skills

• Interpersonal Skills.

The scope and sequence statement in this syllabus integrates learning across all of the five

outcomes.


3 PhaseofDevelopment

TeachingHealthandPhysicalEducationinyears8-10

The Curriculum Framework identifies seven principles of effective learning and teaching:

• opportunity to learn

• connection and challenge

• action and reflection

• motivation and purpose

• inclusivity and difference

• independence and collaboration

• supportive environment.

The following table outlines suggestions on how the principles of effective learning and teaching

can be incorporated into the teaching of Health and Physical Education in years 8-10 in ways

which take account of students’ current stages of development.


Suggestedapproachestolearningandteaching



Opportunitytolearn

Learning experiences should enable students to observe and practise the actual processes, products, skills and values which are expected of them.

• Model health practices and values and provide opportunities for students to practice them in realistic situations.

• Model and demonstrate physical activity skills and provide opportunities for students to practice them in realistic situations.

• Involve students in the planning and implementation of health, physical activity and sports programs.

Connectionandchallenge

Learning experiences should connect with students’ existing knowledge, skills and values while extending and challenging their current ways of thinking and acting.

• Connect with and challenge student understanding of Health and Physical Education knowledge, values and skills.

• Connect Health and Physical Education being taught to students’ learning in other curriculum areas.

• Encourage students to critically evaluate the opportunities and challenges associated with living in modern society.

• Encourage students to develop informed opinions.

Action and reflection

Learning experiences should be meaningful and encourage both action and reflection on the part of the learner.

• Provide opportunities for students to reflect on and monitor their performance and progress in Health and Physical Education.

• Make assessment criteria explicit and create opportunities for self-assessment.

• Provide opportunities for students to discuss and appraise the health and fitness levels of themselves and others.

Motivationandpurpose

Learning experiences should be motivating and their purpose clear to the student.

• Illustrate the real-life applications and future uses of the Health and Physical Education skills and understandings students are learning.

• Connect learning in Health and Physical Education to students’ lives and local environments.

• Provide students with purposeful and relevant activities that stimulate thought, inquiry and enjoyment.

• Connect learning in Health and Physical Education to further education and career pathways.








Independenceandcollaboration

Learning experiences should encourage students to learn both independently and from and with others.

• Design learning experiences which allow students some autonomy over how they learn and how they approach Health and Physical Education tasks.

• Design learning experiences which allow students to work collaboratively with other students on Health and Physical Education.

Supportiveenvironment

The school and classroom setting should be safe and conducive to effective learning.

• Build a classroom climate based on mutual respect and tolerance.

• Ensure students are provided with a safe environment and are adequately supervised at all times, especially in physical activities.

• Actively recognise achievement and progress in Health and Physical Education.

• Treat mistakes as opportunities for learning, rather than signs of failure.

• Promote school policies which support positive health values and the value of physical activity.





Suggestedapproachestolearningandteaching(continued)


4 Content

Content in this syllabus is organised into:

• an integrated K-10 overview

• an integrated scope and sequence statement expressed in year levels to provide advice

on starting points for learning, teaching and assessment programs.

5 Planning

When using the content in this syllabus to plan for learning in Health and Physical Education,

teachers need to take into account the following:

• relevant policies and curriculum priorities

• students’ achievement and learning needs

• opportunities to integrate learning

• the Curriculum Framework’s principles of learning, teaching and assessment.

6 Assessment

The purpose of assessment in Health and Physical Education is to monitor students’ progress

to:

• provide feedback

• inform planning, teaching and reporting.

When assessing, Health and Physical Education teachers need to take into account the

Curriculum Framework’s principles of assessment and keep in mind the following:

• assessment relies on teachers’ professional judgements

• assessment should be referenced to common standards as described in the Curriculum

Framework Progress Maps – Health and Physical Education/Outcomes and Standards

Framework – Health and Physical Education

• Health and Physical Education teachers do not have to formally level or grade every piece

of student work

• Health and Physical Education Departments should have an assessment policy which is

communicated to students and other members of the school community


• assessment can be undertaken in a variety of ways including via collection and marking of

student work, observation, checklists, portfolios, recordings and anecdotal records

• Health and Physical Education teachers can select from a range of published or teacher

developed resources to record assessment information.

Documents

EARLY ADOLESCENCE (8-10) THE ARTS ... · Early Adolescence (8-10) Health and Physical Education Syllabus 1-2 1.1 Introduction The Early Adolescence (8-10) Health and Physical Education